Cooperative Learning

1. Why not CLIL?
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TASK 2
Using Cooperative Learning in your Unit Plan.
Once you have clearideasabout yourtopic itis time to thinkhow are yougoingto teach it and
workwithyour students.Complete the followingchartto introduce Cooperative Learning.
You are goingtodescribe howare yougoingtoorganize yourstudents inthe class:pairs,groups
of three orfour,whole group,……
Andthen youhave to choose two cooperative learningtechniquesyouwill introduce intoyour
unitandtell ushowyouare goingtoworkwiththem:whattaskare yougoingtouse usingthem.
ClassOrganization:
Groups of 6 students
Cooperative LearningTechnique 1: JIGSAW ACTIVITY
Task youare goingto work:
In this activity you’ll have to work in groups but using Jigsaw method. After forming
the groups, each student of the group will have a number and depending on this
number, each student will have to prepare an explanation about one separation
technique and looking for an example of mixture that can be separate with this
technique. This preparation will be in common with all the partners of the rest of the
groups who have the same technique (they become “an expert”). After that, each
student will share his work with the other members of the original group and all the
group will have to create a poster related to the explained techniques. To find some
videos of separation techniques you can use Youtube.
http://www.youtube.com
Here you have the separation technique for each student and some information about
Jigsaw activities.
Student 1 – Filtration
Student 2 – Decantation
Student 3 – Magnetic Separation
Student 4 – Crystallization
Student 5 – Distillation

2. Why not CLIL?
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Student 6 - Chromatography
JIGSAW INSTRUCTIONS (For Teachers)
1. Explain to the students that they are going to participate in a jigsaw activity. They
will move from home groups to expert groups. Each expert group will research a
specific separation technique. They will then return to their home group and share
their information. In the end, each home group will have information about all the
separation techniques and they will make a poster.
2. Explain that each expert is identified by a number, and each expert group by the
same number.
3. Give each student a fact sheet that matches the name of his or her home group.
4. Have the students look at the puzzle piece on the fact sheet and note the number
inside it. The number identifies their expert group.
5. When everyone understands the instructions and the assignment, make the
students move to their numbered expert groups and fill out their fact sheets, using
the research material (youtube videos).
6. Circulate, making anecdotal observations on group skills and knowledge of content.
7. Ask students to return to their home groups.
8. Make each student report to the home group on his or her separation technique
and record the information making a poster.
The poster will then contain information on all the separation techniques studied by
the group members.
Cooperative LearningTechnique 2: ROUND ROBIN
Task youare goingto work:
Aslabreportsare an essentialpartof all laboratorycourses,students(of 2ond’ESO) will have
to separate the components of a mixture (sea water and sand). After that, they will have to
write a lab report about the separation and make an oral presentation about the report. In
order to share their points of view and strategies about which techniquescould be the best
to separate sand, water and salt students will have to use Round Robin cooperative
technique.Here we have gotthe steps of the cooperative technique:
1. Teacherposesa problemtowhichthere are multiple possible responsesorsolutions,and
providesthinktime.

3. Why not CLIL?
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2. Studentstake turnsstatingresponsesorsolutions.
*Round Robin activities can be timed allowing each student to share in turn for a specified
time.